S73-145
SiMON FRASER UNIVERSITY
?
MEMORANDUM
To ?
SENATE
?
From ?
SENATE COMMITTEE ON UNDERGRADUATE
STUDIES
FACULTY OF EDUCATION - NEW PROGRAM
SUDIeCt
?
PROPOSAL - MINOR IN ENVIRONMENTAL
?
Date
i ?
NOVEMBER
NOVEMBER
15, 1973
MOTION: ?
"That Senate approve, as set forth in S. 73-145, the
proposed Minor in Environmental Education."
Ul
0
I
•T
SENATE
SIMON FRASER UNIVERSITY
?
MEMORANDUM
S-7
3-
1
4
5
From ?
SENATE COMMITTEE ON
UNDERGRADUATE STUDIES
Subject
FACULTY OF EDUCATION - NEW PROGRAM
?
Date
?
NOVEMBER 14, 1973.
PROPOSAL - MINOR IN ENVIRONMENTAL
On the recommendation of the Faculty of Education, the
Senate Committee on Undergraduate Studies has approved
a new program proposal, - as set forth in SCUS 73-38 -
for a Minor in Environmental Education, and recommends
approval to Senate.
.
?
(_ w._t-•
I. Mugridge
HNE : j b
C
cu
• ?
SiMON FRASER UNIVERSITY
AS APPROVED NOV.13,
1973
MEMORANDUM
Mr. H.
Evans, Secretary, ?
f
From...
Graem
Nelson,
Senate Committee on Undergraduate
?
Administrative Assistant to the Dean,
Programs, ?
1
?
Faculty of Education,
Subject.
F" ? '
Ms.r7 ',' ?
4"T:J
Date. ?
29 October 1973.
N
?
/,'7f
ElZ)
cr-1
At the Faculty of Education meeting held on October 22, 1973, the following motion
was passed:-
that the Faculty of Education note and approve changes in the
Minor in Environmental Education, which have resulted from
consultation with academic departments, and refer the proposal to
S.C.U.S. for action.
I have attached the final proposal for consideration by the committee.
Thanks,
Al
&2.
o
.
?
FE 73
PROPOSAL FOR A MINOR
TITLE: MINOR IN ENVIRONMENTAL EDUCATION
ORIGINATOR: DR. MILTON MCCLAREN, ASSOCIATE PROFESSOR
FACULTIES OF E
D
UCATION AND SCIENCE,
ACTING DIRECTOR, DIVISION OF CONTINUING
EDUCATION.
FACULTY: DR. MILTON MCCLAREN AND CONSULTANTS
Action
1.
Undergraduate Programs Committee
2.
Faculty of Education Executive
3.
Faculty of Education
4.
Senate Committee on Undergraduate
Studies
5. Senate
Date
October 3, 1973, M.S. O'Connell
October 4, 1973, D.R. Birch
October 22, 1973, D.R. Birch
fl
FACULTY OF EDUCATION
Proposal for aQcific Minor
S
1. Title:. ?
Minor in Environmental Education
2.
Originator: ?
Dr. Milton McClaren, Associate Professor
Faculty of Education, Faculty of Science
(Bio-sciences) and Acting Director, Division
of Continuing Education
3.
Faculty and Resource Personnel:
The following list includes SFU faculty who have been involved
in planning and teaching courses and special topic offerings in
the fields of environmental and outdoor education since the summer
of 1971. In addition, it includes tie names of consultants and
visiting appointees who have been involved specifically in this
field since 1971.
Coordinator: Dr. Milton McClaren, Associate Professor:
Bio-sciences/Education
Dr. Glen H. Geen, Associate Professor and Chairman.
Bio-sciences
Dr. A.H. Turnbull, Professor, Bio-sciences, SFU
Dr. T. O'Riordan, Associate Professor, Geography, SFU
Dr. K. Taylor, Science Faculty (Biology), Caribou College
Mr. Brian D. Herrin, Intermediate Consultants, S.D. #39
(Vancouver)
Mr. H.L. Walker, Social Studies Department Head,
Magee Secondary School, Vancouver
Member, B.C.T.F. Environmental Education Task Force
Executive Member, Provincial Social Studies,
PSA
Mr. E. Dowling, Science Department, Howe Sound Secondary
Faculty Associate in Education, SFU 1972-73
Executive Member, Science Teachers' PSA
Mr. Stan King, Architect & Planner, King Graphics Ltd.,
Vancouver
Mr. lb G. Hansen, Architect
Mr. Ralph L. Shaw, Principal, Bert Edwards School,
Kamloops Chairman, B.C.T.F. Environmental Education
Task Force
Executive Member, B.C. Wildlife Federation
Secretary, McQueen Lake Environmental Studies Center
Committee
4.
Purpose: The Purpose of this minor is to develop teachers who have the
general competencies of classroom teachers but who have additional
skills in the following areas;
1) The design and operation of environmental and outdoor
education programs from grades K-12.
S
S
2) The organization and operation of: day center outdoor
education programs, residential outdoor education
programs, wilderness outdoor recreation, urban studies,
and other interdisciplinary environmental education
school programs.
The prime emphasis of the program will be on the development of the fully
competent classroom teacher.
The development of this minor should provide a pool of trained manpower to
meet the needs of the 21 school districts in B.C. now organizing or opera-
ting environmental or outdoor education programs (McClaren, M. and Ramsey, M.,
1973).
In addition, it should support the recommendations regarding teacher in-service
and pre-service education made by the B.C. Committee on Outdoor Education
and B.C.T.F. Environmental Education Task Force, as well as by the Aitliouse
Conference (UNESCO, 1972).
5. Pre-requisites: Completion of the minor in Environmental Education
requires the completion of nine semester hours (minimum) of Lower
Division courses selected from the following. Students undertaking the
Specific Minor in Environmental Education will be expected to have taken
or to include introductory courses in both Geography and Biological Sciences.
S
Biology 003-3:
Ecology and the Population
Biology 102-4:
Introductory Biology
Biology 204-3:
Introduction to Ecology
Kinesiology 042-3:
Man and Movement
Kinesiology 044-3:
Esthetic Forms of Human Movement
Geography 001-3:
The Geography of Technocratic
Society
Geography 101-3:
General Geography
Geography 111-3:
Physical Geography
Geography 121-3:
Economic Geography
Geography 141-3:
Social Geography
Economics 101-3:
The Canadian Economy
Economics 200-3:
Principles of Economics I
Microeconomjc Principles
Economics 205-3:
Principles of Economics If
Philosophy
.
120-3: ?
Facts and Values
PSA 121-3: ?
Social Structure
PSA 221-3: ?
Social Structure of industrial Societies
Psychology 106-3:
?
Social Issues
(Substitutions only with permission of the Director of Undergraduate Programs,
Facult
y
of Education).
0
6. Upper Division Courses Required to Complete the Minor:
Education 462-4:
?
Environmental Education
•, ?
Education 452-4:
?
Field Work and Case Studies in Environmental
Education
In addition to the two courses listed above, students are required
to select a minimum of two courses from the following recommended
courses.
Education 442-4:
Contemporary Issues
?
in
World Education
Education 471-4:
Curriculum
Development:
Theory and Application
Education 474-4:
Designs for
Learning:
Social ?
Sciences
Education
476-4:
Designs for
Learning:
Natural ?
Sciences
Education
479-4:
Designs for
Learning:
Physical ?
Education
Biological
Biological
Biological
Biological
Biological
Biological
Biological
Sciences
Sciences
Sciences
Sciences
Sciences
Sciences
Sciences
304-3:
306-3:
317-3:
326-3:
336-3:
404-3:
409-3:
Animal Ecology
Invertebrate Biology
Insect Biology
Biology of Non-Vascular Plants
Biology of Vascular Plants
Plant Ecology
Field Ecology
Geography 314-3:
Geography
315-3:
Geography 322-3:
o Geography 344-3:
Geography 349-3:
Geography 421-3:
Geography 431-5:
Kinesiology 320-3:
Economics 363-5:
Climatology 1
Biogeography 1
Geography of Primary Activities
Geography of Contemporary Industrial Societies
Human Microgeography
Geography of Resource Development
The Landscape in Science, Art, Music and
Literature
Cultural Aspects of Human Movement
Economics of Natural Resources
(Substitutions only with permission of the Director of Undergraduate Programs,
Faculty of Education.)
7. New Course(s) Recommended to Strengthen the Minor.
(Already approved by Senate).
Education 452-4 Field Work and Case Studies in Environmental Education
This course emphasizes the application of concepts and methods to problems
of environmental education program operation under actual school setting
conditions.
Pre- or Co-requisite: Education 462-4: Environmental Education.
Value: 4 semester hours. Vector Description: 2-0-4.
8. Field Work
Field Work is integral to Education 452-4 and is a major component of
S
Education 462-4. Special Teaching Placements may be arranged for some
students during half of Education 405, where these are appropriate to
the students' experience and are recommended by Faculty Associates. A
special placement during Education 405 is not a requirement for the Minor.
9.
Tim e
table of Sequence of Course Offerings
Education 462 and 452 will normally be offered as part of Education 404,
although scheduling preference will be given to the Summer Session period
so that they are available to in-service teachers as well as to Minor
students. Education 462-4 may be offered in the Fall and Spring Semesters,
if this seems appropriate and student demand warrants it. Education 452,
because of its field work requirements, will normally be offered only during
the Summer Semester.
10. Present Faculty Resources
Dr. Milton McClaren: Associate Professor, Education and Biological Sciences
Dr. Marvin Wideen: Associate Professor, Education
3-4 Associate Positions in Science Education
3-4 Associate Positions in Social Science
1-2 Associate Positions in Environmental Education, with subsidiary emphasis
in other fields.
- ?
Other Resources: The Minor has received equipment support from:
- The Department of Biological Science, SFU
- Caribou Regional College, Kamloops
- School District #39, Vancouver
- School District #44, North Vancouver
- School District #24, Kamloops (McQueen Lake Environmental Studies
Center).
- Planning Department, Vancouver City
- Department of Education:
?
Province of Ontario
- Department of Recreation and Conservation: British Columbia
- The B.C. Committee on Outdoor Education
- The B.C. Teachers Federation
This support in terms of personnel
with the development of the Minor,
at SFU. We have also proposed to
200 acre field study site adjacent
application is pending. The field
tion of the Minor.
and logistics is expected to continue
as a supplement to resources now available
the Provincial Government the addition of
to the present SFU campus lands. This
study site is not essential to the opera-
11.
Number of Students that could be Accomodated:
60 per year maximum.
12. Transcript Notation:
0 ?
Environ,. Educ.
CALENDAR DESCRIPTION: MINOR IN ENVIRONMENTAL EDUCATION
S
MINOR IN ENVIRONMENTAL EDUCATION
The purpose of this minor is to develop teachers who have the general competency
of classroom teachers, but who have additional skills in: the design and opera-
tion of environmental and outdoor education programs from kindergarten through
Grade 12; and the organization and operation of residential and day center out-
door education programs, wilderness outdoor recreation programs and other inter-
disciplinary environmental school programs. The prime emphasis of the program will
be on the development of the fully competent classroom teacher.
REQUIREMENTS
Students may enrol in the Minor program only with the approval of the Director
of Undergraduate Programs, Faculty of Education. Students seeking more informa-
tion about the Minor should contact the Director of Undergraduate Programs, Faculty
of Education.
A. Lower Division Course Pre-requisites
A total of nine semester hours (minimum) of lower division courses to be
se1ectd
from the following. Students undertaking the Specific Minor in
Environmental
Education will be expected to have taken or to include introductory coursis
in both
Geography and Biological Sciences.
Biology 003-3:
?
Ecology and the Population Explosion
Biology 102-4:
?
Introduction of Biology
5 ?
Biology 204-3:
?
Introduction to Ecology
Kinesiology 042-3:
?
Man and Movement
Kinesiology 044-3:
?
Esthetic Forms of Human Movement
Geography
001-3:
The Geography of Technocratic Society
Geography
101-3:
General Geography
Geography
111-3:
Physical Geography
Geography
121-3:
Economic Geography
Geography
141-3:
Social Geography
Economics 101-3:
The Canadian Economy
Economics
200-3:
Principles of Economics 1
Economics
205-3:
Microeconomic Principles
Philosophy 120-3:
?
Facts and Values
PSA 121-3: ?
Social Structure
PSA 221-3: ?
Social Structure of Industrial Societies
Psychology 106-3:
?
Social Issues
(Substitutions only with permission of the Director of Undergraduate }rograms,
Faculty of Education).
0
B. Upper Division Course Requirements
Education 462-4:
?
Environmental Education
Education 452-4: ?
Field Work and Case Studies in Environr:ental
Education
In addition to the two courses listed above students are required
to select a minimum of two courses from the following:
Education 442-4:
?
Contemporary Issues in World Education
Education 471-4:
?
Curriculum Development: Theory and Application
Education 474-4:
?
Designs for Learning: Social Sciences
Education 476-4:
?
Designs for Learning: Natural Sciences
Education 479-4:
?
Designs for Learning: Physical Education
Biological Sciences 304-3: Animal Ecology
Biological Sciences 306-3: Invertebrate Biology
Biological Sciences 317-3: Insect Biology
Biological Sciences 326-3: Biology of Non-Vascular Plants
Biological Sciences 336-3: Biology of Vascular Plants
Biological Sciences 404-3: Plant Ecology
Biological Sciences 409-3: Field Ecology
Geography 314-3: ?
Climatology 1
Geography 315-3: ?
Biogeography 1
Geography 322-3: ?
Geography of Primary Activities
Geography 344:•3:
?
Geography of Contemporary Industrial Societies
Geography 349-3: ?
Human Microgeography
Geography 421-3: ?
Geography of Resource Development
Geography 431-5:
?
The Landscape in Science, Art, Music and Literature
Kinesiology 320-3: ?
Cultural Aspects of Human Movement
Economics 363-5: ?
Economics of Natural Resources
(Substitutions only with permission of the Director of Undergraduate Programs,
Faculty of Education).
)Ii&Ji
I ?
?
I' P)
?
'
I' b
?
U
T
?
7
E'
b
PA,
OR A N
D W.11,
Dr. Robert C. Brown) Dean
?
From
Dr. M 1 ton McCi aren, A/V i rector
Faculty of Interdisciplinary
Studies
Sibjt
Environmental Education Programs
Dear Bob:
Thanks for your memo of June 11th regarding
the Environmental Studies proposal.
?
As I read
your memorandum, the answer to Senate's question
concerning articulation between the proposed
Environmental Education minor and the proposed
Environmental Studies program, is that no
articulation is possible in the absence of an
Environmental Studies program or even of a
current proposal for one.
?
I still see the
proposal For .a minor in Environmental Education
as relating clearly
to
cxistinC course ofFerings
: ?
L. C1
I
Sciences in particular, although I would of
course welcome the existence of an Environmental
Studies program, possibly with Environmental
Education as one of its components.
?
In my further
report to Senate I will therefore indicate the
nature of your response to me and wi
1 1
make any
modifications suggested to me by the Departments
of Geography, Biological Sciences, etc., with
respect to the minor proposal.
Thanks for your assistance.
?
.
?
Yours truly, ?
(!
Dr..
tiiltnrl
MrCUrn
Division of Continuing Education
Dare
June 15,
1973
mw
a
'
r.
"4. VcCi:tre'i, .
/7
irctr
ivi s on
of ?
ir ?
'ducation
vi rot'. reuta
Prorarns
. ?
rown
b
'ean
a
?
of tuierdicipltnary 'tuJtc'q
ti ?
ii t.h, 1973.
o
fear
fo: ?
't ?
.tvini
?
r ?
' ?
f..• v"'r
request
for information
cc.c.in ?
the ?
rc:: ?
d
tih 1 i
?
mcnt r
?
er1vro ?
mental education programs
V
?
iii th y ?
t
Hi
:t:
'.
O,
C;f
course, ?
are a.'re
cf
your
own
orograrn in
at" ?
ri ?
-nta' ?
''
?
Hon
.
?
' i..I not en' ?
C
?
-pon
Lt. ?
The
only other
i-'
?
i•.''
'.''
?
:I. ?
red
?
v' H
?
t
i ?
.irty relatirif
y ,
to. envlrnn-
I'ftii ?
qrI.- ?
.:•yr
t.r ?
r,ra ?
" ?
' ?
:' ?
r, ?
O'Riorriar and
?
r.
?
:
at
?
.
e r:on"
?
i' ?
;' ''ia',
?
it havit
?
been faced
Al,q''- ?
!-
-hr-;
?
'a' ?
which do not
Licv ?
iL
?
to
?
•'
?
1'': ?
'. ''r"
li.,n. ?
'. ?
."' ....:'
?
the
?
ficult'
?
luember:4
?
who
'rirHv p
rc:
:'";
?
'.
.I.L •.
?
.'(':'
?
.W: any additional energies
ftto ?
i ?
e-zit..i ?
pl: ?
i:
is ?
pr ?
iLI ,'.aH :' . ?
.'
t ti,e 'morner.L Dr. ?
C01 ?
(ordan
1:. away from t m c;
?
:U
. ?
't '
?
'. U,a'r ?
ci a., ?
• ?
will not return until the
l'aU ?
tcr
1 rr
?
orry t,
?
c:fe1 t'.t ?
')(,t.r:i't:.'i for
the estabLthmnt
of uc'rarr' in t
?
rtatio; ?
i'.'.rtv is not 'reat. if
1 ca" rovide
?
: H
?
"'. ?
':Ii'c Infor ?
-.:)t hesitate to call upon me.
t?irit' r''' -, 1 -
Rot,rrt (.
?
rt'"' t'.
P. Cfl: jC
O
F I
MAN AND RESOURCES
?
.JJH)
L'HOMME El LES RESSOURCES
I
C/o Division of Continuing Education,
?
Simon Fraser University,
?
Burnaby
2,
B. C.
March 7, 1973.
Dr. R. Brown, Dean,
Faculty of Interdisciplinary Studies,
Simon Fraser University,
Burnaby 2, B.C.
Dear Dr. Brown:
The Council of Resource Ministers of .Canada has established
a program known as "Man and Resources Year", which is intended
to develop a program of public participation in the process of
environmental decision -making.
?
It is anticipated that this
programwill go into operation in the various Provinces of
Canada during the remaining years of this decade. The Man and
Resources program will convene a major conference in the Fall of
1973, at which time it will consider reports from special task
forces convened in each Province to deal with specific areas of
envi ronmcn tel concern. As a member of the E n v i ronmental
Laucation iask rorce ror tne Iidfl dnu -sesouius I
J10
y
Id
I
III
British Columbia, I have been asked to survey the University of
British Columbia and Simon Fraser University with regard to
programs which they may have in operation, or which they are
planning, in the field of Environmental Education.
?
In particular, ?
this might include courses designed for teachers, but it might
also include courses intended for the general student body.
?
The?
Task Force is also interested in any curriculum innovations
which you might feel it worthwhile to note in your response.
?
It
is anticipated that courses reictea to thefield of
Environmental
Education
might be offered by Faculties of Education, Arts,
Science, or Liberal and General Studies.
?
I would greatly
appreciate it if you could provide us with a brief description
of credit-carrying or non-credit activities which have been
operated by your Faculty, or which are under development at
this time. ?
Your reports will be included in a national inventory
of Environmental Education programs which is being assembled by
the National Task Force for the Man and Resburces program.
I know that you are often besieged with requests for
information about other programs, but I would greatly appreciate
your response to this request at your earliest possible opportunity.
jrTi)
-2-
The Man and Resources program operates on a rigid time schedule
and the Provincial Task Forces are rcqu i red to report by no
later than May 1, 1973.
?
It would be appreciated therefore if
you could forward your response to me before that date. Thank
you for your assistance in this survey.
Yours sinccrel
RIa(k
Dr. Milton McClaren,
?
\......./
Acting Director,
Division of Continuing Education,
Simon Fraser University. -
mw
o
o
I
SIMON FRASER UNIVERSITY
MEMORANDUM
McClareri, A/Director
?
From
?
M.E..
Eliot. Hurst,.
Chairman, Geography Department
Subject ?
Environmental
Education
.
Minor
.1
Date. September
28,
1973
The department considered your proposal for a minor in
environmental education (within the B.Ed. programme) last
June 13th. For some reason our deliberations were not
relayed to you.
Based on the May 24th memo, we agree with the prerequisites
you mentioned (Geography 001, 101, 211, 221), however 211 and
221 have now been renumbered to 111 and 121 in the new calendar.
ifl
addition we have added 1
1
1, Cultural Geography (formerly 2I1).
We would also recommend adding to the upper level pool of
courses, Geography 322 (Primary Resources) and 421 (Regional
Planning).
It was felt that the lower level prerequisites as
- ?
supplemented were an important -minimum to maintain, and that the
t.w- uv
As a post meeting note, I should note that Dr. T. O'Riordan
has tendered his resignation as of August 31, 1971, and therefore
should no longer be listed amongst the resource personnel.
MEEH:bs ?
.
L,o
a
SiMON FRASER tJN!VEIsiTy
MEMORANDUM
S ?
Dr. M. McClaren, Acting Director.
Division of Continuing Education
Subject ?
.
Environmental Education Minor
From
P. Copes, Chairman
Department of Economics and Commerce
Date.. July 9, 1973
?
..
a
I am responding to your memoranda of May 24 and June 22. I do
apologize for the tardiness of my reply. I have been out of town for
sometime and one of my colleagues whose advice I sought in this matter has
also been away.
I feel Lhat the two courses selected from the economics curriculum
for the minor in Envi-ronmental Education (i.e. Economics 100 and Economics
152)
are not particularly relevant. In terms of our current undergraduate
offerings, by far the most relevant course is Economics 363-5 (Economics
of Natural Resources). However, this course carries two prerequisites,
viz. Economics 200 and Economics 205, which constitute a principles sequence.
Within the confines of our current curriculum I would suggest that these
three courses would make up the best Economics contribution to your minor
in Environmental Education. Another course with .ome relevance would be
Economics 101 (The Canadian Economy), which deals with contemporary prob-
lems in this country and places some emphasis on
4
growth versus environment
controversy.
It may well be that we will develop additional courses within the
near future that will be even more relevant to your minor in Environmental
Education. However, additional courses are not likely to be developed until
the arrival in Ma
y
of 1974 of a new senior appointee in the Department, Dr.
Jack L. Knetsch. Dr. Knetsch is an outstanding authority on environmental
and resource economics and is particularly noted for his contributions to
recreational economics.
I hope that the above Information will be of some help to you.
shall gladly respond to any further enquiries on this matter that you may
have.
PC:ag
o
SUsR)N FI.ASE.R
UN\'EHSI'J1Y
MMORANDUPA
Dr. M. McClaren ?
. From
?
Dr. G. H. Geen
SContinuing Education..
?
Dept. of Biological Sciences.
Subject ?
Environmental Education Minor ..
?
Date. ?
June 20, 1973.
?
........
The comments of the Undorcraduate Curriculum Committee of the
Department of Biological Sciences on the Environmental Education minor
proposal are attac:hd for your consideration. Their comments seem
entirely appropriate in my view. However, I would suggest that
Biology 316-3, Vertebrate Biology, might also he added to the list
of upper levels electives in addition to those in item III of the
Turnbull memo.
Glen H. Gee
Chairman.
GHG/m
End.
o
•'
?
I IL 1
-TO.
Dr. G. II. Geen, Chairma
n
.
?
.
S
.
Depflt of Diolt:TiCal
Subject.. ?
.
From ?
Dr.
A.
L.
TurnbutI, Chairman
D.
U.
C.
C.
Date
?
June 7, 1973
?
.
S..
rrhe
. Proposal for.an
Environmental
'
Education Minor was reviewed
by the DUCC at a mccting on June 6, 1973. The following sugc.tiOflS
were made:
I. An examination of this proposal reveals.
(a)
Prere iiite - A total of 15 courses frpm 7 departments
are listed. Altogether these courses constitute 46 credit
hours of which any nine hours constitute an acceptable set
of prerequisites.
(b)
Required Courses - There arc only 2 required courses:
Educ.
452-4,
and 462-4.
(c)
Upper levels electives: A total of 17 courses from
4 departments are listed. Altogether these courses
constitute 60 credit hours of which only six hours
constitute an acceptable set of electives.
We wouim
?
4lt
'u1a1flS
how an
undirected selection from such heterogeflOus sources
can be considered to constitute an identifyal)le program
that provides a coherent body of skills that will satisfy
the purposes described in this proposal.
II.
We feel that Biolog
y
is an essential part of any program, that
purports to deal with. environmenta
l
matters. As the program
is arranged it is entirely possible that students could complete
the program with no biology.
?
e Leel that this is an
error.
The same coimefltS probably applies to Geography.
We feel that the electives permitted in the prerequisites
should he designated
SO
that at least one biology course is
required. We suggest the same device be applied to Geoyraphy.
III.
In the upper levels electives
WO
would include 306-3 invertebrate
Biology, and 317-3, Insect Biology.
o
RU5
73/Qi
SI1ION FRASER. UNIVEPSETY
MEMORANDUM
M.S.
9
1conneil ?
From..
Dr
.
.
MiltonMcClaren, A/Dircctor
Director of Professional Program'
?
Division of Continuing Educntion
Faculty ?
ofEdüc ...
ion ?
.................................... ....
?
.
?
...
Subject ?
.. ?
..................................
?
. ?
Dale ?
March ?
22, ?
1973 ?
.
You have asked me to supply the Senate Committee on
Undergraduate Studies with two additional pieces of
data with respect to the proposal For a minor in
Environmental Education.
?
These are; (a)definition
of Environmental Education,
?
and (b) a rationale
?
for Environmental Education.
Environmental Education is a difficult field to define,
hence, P can understand those concerns. Environmental
Education is a generic term for a
.
group of rather
diverse specific educational programs.
?
Included in
the genus are: Outdoor and Wilderness Education,
Outdoor Recreation, School Adventure Programs (Outward
?
•
?
Round and its derivatives). Urban Studies. Etivironiiienta
Science, Ecology and in particular Human Ecology.
Perhaps the best way to view Environmental Education is
to take the approach preferred now by Curriculum groups
such as the Group for Environmental Education in the
Environmental Studies Project in the U.S., or more
recently by the Worth Commission on Education in Alberta,
and to view Environmental Education as a theme or
strand which is woven through the curriculum from K12
and into adult education.
?
This concept is important,
because most curriculum theorists who have written
about Environmental Education, including myself, have
taken the position that, in fact, Environmental
Education must not be seen as another "course" or "unit"
/ in the curriculum because this would be dysfunctional
of the attainment of the objectives. Many of the recent
B.C. Curricula (e.g. the Elementary Science proqram;
the elementary socials curriculum, and the senior
socials curriculum have sections which deal with the
human environment, either on a personal, regional, or
global basis, but unfortunately most teachers do not
know how to deal with topics requiring an interdisciplinary
or integrative approach. It is our objective in developing
a minor in
E nv I ronnie i ta 1 E ducu
I
i on at S . F . U.
10
educate
?
-
?
teachers who will hive expertise in both the field of
?
• ? Environmental Education per so, but more important ly,
who w i 1 1 be ab I to des i 9 and opc rate i n ej rated
programs in co-operation wi Iii teachers from other
disciplines.
cont/d. . .
-2-
a
The program which we have created at S.F. U. has been a
leader in this field in Canada, and has been externally
assesd as such by both ProFessor J. Pnssmore of the
University of Toronto in his recent survey, Outdoor Education
in Canada, and by the Federal Department of the Environment.
The approval oF this minor, with its single attendant
new
course is essential to thecontintiation of this leadership
position. ?
I am attaching for the information of the
committee the "Rationale Statement" on Environmental
Education which was prepared by the B.C.T.F. Environmental
Education Task Force and which was accepted by the
Curriculum Directors of the Teachers.' Federation.
?
I also
attach some additional information .from other sources.
I would greatly appreciate the opportunity to speak to
this matter at the next meeting of SCUS.
Yours very truly,
a
!1!
AA
Dr. Milton McClaren
'I
kp
End
o
-3-
"We must meet at least two minimal needs - the need
for env i ronment a I edtica I ion of a scope never be fore
undertaken, and the need for a man-centred enV I ronruenta 1
ethic.''
George
B. Hartzog, Jr.
National Park Service.
H
it is incumbent on every individual of
every
aqe to
improve the quality of the environment in which man
lives. ?
Education's role is critical.
?
We must provide
?
the leadership in a developing an aware and enlightened
citizenry equipped with a basic understanding of
en' i ronme nt a 1 oroblems, the know 1 edue and s k i us to
solve these problems and a basic motivation and desire
to act upon thcrii.
Don Morrison, President
National Education Assoc.
"Education must become the number one priority of the
world. ?
It is no longer enough to understand the past
or even the present.
?
Man must learn to anticipate
direction and change, and teachers must help students
acquire knowledge, ethical standards, and lift styles
which recognize man's personal responsibility to qualify
env I ronment
Jim Roady, President 71-12
Association of Classroom
Teachers
National. Education Assoc.
A widely used method of teaching environmental education,
the strand approach, is advocated by the NPS in its
National Environmental Study Area (NESA)
?
rogram. ?
This ?
method weaves strands of env i ronmenla 1 I nformat ion through
regular sub ject and incorporates environmental experiences
and encountcr with the inquiry method to create an
integrated eclucat ion proc
j
ram. ?
The NPS be) 1 eves that the
.
strand a
.
pprcmch w i 1 1 lead students to a jood undet—Jandiny
of the uses afd abiies o thc i r env I roninent
-14W
'Envi ronmcnt:al education is not just a new fad of
education or a new fad-of cit i zen concern. it is not just
another element added to our curriculum. Environmental
e(lUCOt
ion is a fundamnta I clement. of education, of
community action, arid of 1 I fe.
?
We educators value
environmental education because of the educational
irOerat iv.s it represents.
?
To do otherwise would be
shallowness of educational theory and practice. The
importance of environmental education can be deduced
either through a Consideration of the education crisis.
ora consideration of the environmental crisis.
?
It is
time to map out a program for action, a program that
will not be just an instant response to a temporary
human need. We need an agenda for action that wi 1 1 help
produce a new environmental ethic, a program that will
relate education integrally to cardinal virtues recognized
by all mankind - peace and love, and env)ronmental quality,
without which neither of the other cardinal virtues is
attainable."
From: Weidner, E.W. in
"Processes for a Quality
Environment." University
of Wisconsin, Green Boy,1971.
o
THE FOLLOWING STATEMENT WAS PREPARED FOR THE
B.C.TEACHERS' FEDERATION TASK FORCE ON
ENVIRONMENTAL EDUCATION.
• In Developing a rationale for environmental education, we are
conscius of certain facts. First, the schools are continually
caH'd upon to respond to social problems via the development
of educational programs. Within rccerit ti me alone, schools
have been asked to deal with ex and morality issues, drug
abuse, ethnic, /
culturol problems, poverty, and many other
contemporary social concerns. Second, the schools do riot
have infinite human, physical or financial resourcis. Thus,
teachers, school administrators, parents, and studnts must
examine any rationale statement supporting the involvement of
the public educational system in environmental education in the
light of the many competing demands placed upon schools, and
must attempt to determine the position of environmental educa-
tion
in
contemporary educational priorities. Moreover, any
statement of o rationale must outline the role to be played
. ?
sjciaIJy at the chools in the total pm ocess of env iron,nento I
dt
e.
' co ?
It ?
r h these facts in mind thc,t the Task Fotce
kou ?
.'m Toned a statement of a rationale for en' roni,cnta I edu-
c cr
o First, should environmental education be corr:idcred to have
o high pi iory for public education? It is now widely recognized
by tlr
.
:: qkbal corr:rnuniy of schlcrs and incri cngly by political
agencies throughout the world tha! environnsen-al problems of
very serious magnitude threaten the biosphere. Principal amOng
these
prcbleias n'y
be overpopulation and environmental pollution,
but cert.inl )
' environmental problems are riot restricted to these
t'l.o areas. It is not productive to overemphasize the potential
'ciisk' situa ion inherent in environmental problems, but it
iS
important to realize that concerted action is necessary
now
if these
probIun' ac to he eliminated and if the process of environmental
deter ication is to be reversed.
No rtter how environmental problems are viewed, it should be
obvious that marry of these problems are deeply rooted in con-
temporary and historical human values and attitudes: these
valuei and attitudes must he understood if they are to he changod.
We must also fully appreciate the implications of changing them.
The solution to environmental problems does riot lie in superficial.
measures, but will be found only in fundamental alterations in
human life style and behavior.
It is, therefore, our contention as a Task Force, that not only
are environmental problems both real and grave, but that they
can be attacked at least in part throuh education. It is our
dW4Jid have a hiori øriority
at all levels of public education.
• In Iurrns of the second item for consideration, namely the
sccific role of the schools in environmental education, we
advance certain proposals: the role of schools in environmental
education must not solely he that of transfering or distributing
infornnotiorr. Environmental education orograrns in schools must
teach people to examine information critically, to consider
alternatives, to make decisions and to evaluate consequences,
and to devise and operate effective strategies. Moreover,
the first task of environmental education in schools must be the
systematic examination of human values and attitudes in regard
to man and his total environment. The goal of this process must
be the dei,loprncnt in the students of an awareness of their own
attitudes and values.
It may be that many agencies in society can provide information
more effectively than can the schools. Many other forces in
oc it
y
con and do shape and develop values
f
ind attitudes,
but few, if
?
social agencies, con prcvidcPe0pleth
. ?
the tools which thyeed, in order to cope intelligently with
iniformnt
On,
and to systematically becosne aware of their values
anti of i r1f
uCnCeS
open these values.
-6-
o It is c
v
jr ccntention , threfore , that school environmntaI
cdrco cr pr: ;Or"s must hair' certain conponents if they are
to soisI'y this ru: once. 1
,
11CSe nrc:
(J)
They must he multi-disciplinary emphasizing the inter-
re lot ionships In the env:ron:nent.
h They should focus on contemporary problems, rural and urban,
rron-made and natural.
c) They should use formal and informal education processes in a
variety of sen
figs
especially those outside the classroom)
di They should emphasize the development of attitudes and
alues as well as the dissemination of inforrtion.
e They must be concerned with all age groups and should be a
continuing process.
f\ Programs of envirónmentol education should themselves present
nrrd represent new forms of learning en' irorrrrrcnts so that students
may
actively explore alternatives, make decisions, and evaluate
the consequences of their actions.
It shou
l
d further be noted that environmental education is a broad
term, and will include programs in urban studies, field ecology,
outdoor cducnt iOn , nature study, and so on. Environmental edo-
cution is rrcrt
0 ?
curricular box' or ''cell, ?
but
iS
rather a stiarid
woven t:r oucTh tony parts
of
the existing curriculum. It may also
be . eyed a a procr is of developing owortr,5S of the total human
i rrnr,. rt
i, out i
?
that informed citizens will guide and insist up-)r) the
.ecicnrTerrt of wise public policy with respect to en.'iiorrnrcntal
problems. But It
IS
a so hoped that effective programs of environ-
mental education will produce citizens who are orupied to make
tho pet una I chonqes which will be required of us all, if we are
to achieve a quality environment.
S
